This qualitative comparative case analysis aimed to examine the social, emotional, behavioral, and environmental factors that impact elementary students' ability to improve their academic skills. This research looked to identify the problem and the number of students struggling with academic, behavioral, and emotional concerns. Studies show that…

Energy literacy is high on the agenda in the education sector, including in the contexts of primary and middle schools. It has the purpose of building awareness of wise energy use. A systematic review of various energy literacy studies in the period 2010-2021 was conducted to explore study trend, research methods, and adapted energy literacy…

This study was designed to understand the effects of experiential learning style tests on elementary music and movement education experiences of students. Despite the general music education in Turkey elementary music and movement, education was used. The students were expected to gain experience, by the way, perceiving the rhythm of the words,…

The purpose of this study is twofold: to determine the instructional variables of the inclusive classrooms in Turkey and to investigate to what extent the student behaviors change according to eco-behavioral characteristics of inclusive classrooms. The study group consisted of 44 students between the ages of six and 12 with mild disabilities who…

This article discusses the results from an initial quantitative analysis of survey data collected from the Principals and Behaviour Survey (PABS) conducted in New South Wales, Australia. PABS was built upon a foundation of existing validated studies measuring principals' attitudes to the inclusion of students with disabilities in mainstream…

It has been estimated that as much as 20 percent of the school population may have some form of unidentified emotional or behavioral disorder; at some point in time, nearly all children exhibit problem behaviors. These behaviors often interfere with the learning environment and make it nearly impossible for teaching and learning to take place…

Although certain disruptive behaviors of handicapped children may have changed when they were in special classes, some of these behaviors may reappear when the students return to regular classes. Here are some suggestions for ways to establish and maintain peaceful situations in the classroom. (Author/RK)

Reality therapy methods in the classroom were examined via a four-group experimental design. The groups were as follows: (a) pretested reality therapy, (b) unpretested reality therapy, (c) pretested placebo, and (d) unpretested placebo. Findings were not supportive of reality therapy methods as applied in the classroom. (Author)

This study evaluated the effects of covert positive reinforcement (CPR) on a nine-year old, third-grade student who was causing a classroom disturbance. There was an immediate improvement in three target behaviors following the implementation of CPR by the school psychologist. (Author)

Describes a model for effective classroom management consisting of two major parts: teacher behaviors related to rule establishment and teacher behaviors related to rule enforcement. Eight categories of teacher behavior related to rule enforcement are briefly discussed. (BR)

Behavioral self-management techniques offer counselors a viable consulting procedure for use within a classroom structure in which teachers and supportive staff are constantly being confronted with attending behavior problems. (Author)

Presents a personal anecdote illustrating how a teacher learned to control an attention-seeking student who was disruptive in the classroom. (MD)

Teachers at two elementary schools conducted behavior modification projects in their classrooms to verify the existence of reciprocity between the amount of reinforcement given and the amount received. Their findings, following approximately four weeks, suggest that such a relationship exists. (Author)

This report evaluates the Behavior Change Program, a program in Broward County Public Schools, Florida, that helps severely disruptive elementary school children learn and apply appropriate behaviors. The program is modeled on a level system that moves the student from the self-contained "behavior" classroom to the "regular"…

An intervention program for the modification of classroom aggressive behavior is outlined. The primary components of this program are positive reinforcement, behavior rehearsal and modeling, and group activity procedures. (Author)